Hindon Church of England Voluntary Aided Primary School, St Mary's and St John's Review 2026: High attainment in a small village Church school

A small, mixed village primary with strong Key Stage 2 outcomes and a clearly articulated Church of England ethos. With a capacity of 73 and a small roll (mid 50s at the time of the last inspection data), the day-to-day experience is shaped by mixed-age teaching and a close-knit community feel.

Leadership has recently been in transition. Mr Simon Watkins is listed as Interim Head Teacher, and introduced himself to families as joining in that interim role in early September 2025.

This is a state school with no tuition fees. Families should still plan for the usual costs such as uniform, trips and clubs where applicable.

The school’s identity is openly faith-grounded and unusually specific for a small primary. Its stated vision sits within “a nurturing Christian ethos” and references fundamental British values, with the phrase “Happy Children Learn” used as a guiding idea for the culture. Core values are set out as Friendship, Courage, Peace, Justice, Compassion, Hope, and the Golden Rule is “Work Hard and Be Kind”.

In practice, that kind of clarity tends to help pupils understand expectations, especially in a small setting where social dynamics are visible and relationships matter. The most recent inspection narrative describes calm, orderly routines, positive behaviour, and pupils drawing directly on Christian values when talking about respect and difference.

Because the school is small, parents should expect a family feel, but also the realities of mixed-age classes and a narrower peer group within each year of birth. For many children, that can be a strength, younger pupils learn from older ones, older pupils gain responsibility, and staff can spot changes in behaviour quickly. For some, particularly very outgoing children who want a wide choice of same-age friendships, it may feel limited compared with a larger primary.

The Key Stage 2 picture is notably strong. In 2024, 94.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 33.33% achieved greater depth in reading, writing and mathematics, compared with the England average of 8%.

Scaled scores are also high, with reading 108, mathematics 108, and grammar, punctuation and spelling 112 (2024).

Rankings reinforce that this is not a one-off spike. Ranked 756th in England and 3rd in Salisbury for primary outcomes (FindMySchool ranking based on official data), performance sits well above the England average, within the top 10% nationally.

A practical note for families interpreting these figures: with very small cohorts, outcomes can move around year to year. The most reliable signal is consistency across several measures, and here the combined expected standard and the higher standard both point in the same direction.

Parents comparing nearby schools should use the FindMySchool Local Hub comparison tool to view these results side-by-side, because small differences in cohort size can make headline percentages look more dramatic than they feel in day-to-day learning.

A small village primary lives or dies by the quality of planning in mixed-age classrooms. The June 2022 inspection evidence points to structured teaching in mathematics and a systematic approach across subjects, with topics designed for mixed-age groups.

Reading is clearly prioritised from Reception, with phonics highlighted as an early-years foundation. The same inspection also flags a specific improvement point: some pupils who struggle with reading were not always getting the precise help needed to build fluency quickly. For parents, that is useful because it translates into a straightforward question to ask: how does the school identify pupils at risk of falling behind in phonics and early reading, and what does catch-up look like week by week?

Beyond classroom teaching, outdoor learning is not treated as an occasional add-on. The school describes a dedicated Forest School teacher planning weekly outside learning sessions for all pupils, explicitly linked to personal development and wellbeing. For many children, especially those who regulate better with movement and practical tasks, that can be an important part of engagement, not a reward activity.

Transition planning matters here because the school is small and families may be looking across county boundaries. The school states it has transition links with both Gillingham and Shaftesbury secondary schools. Families considering longer-term travel should ask how those links are used in practice, for example shared visits, transition days, or curriculum bridging.

Given the Church of England character, some families will also consider other faith-linked schools at secondary. It is worth mapping realistic travel times early, particularly if relying on school transport arrangements later.

Admissions are competitive in the context of a very small published admission number. For September 2026 entry into Reception, the published admission number is 10. In the most recent available demand snapshot, there were 9 applications and 6 offers, indicating oversubscription, but also the volatility that comes with small numbers.

Applications for Reception are made via your home local authority, with the closing date stated as 15 January 2026 and offers released on 16 April 2026 (or the next working day).

As a voluntary aided Church of England school, the admissions policy includes a faith criterion, alongside catchment and sibling priority. The oversubscription criteria include, in order, looked-after and previously looked-after children, vulnerable children (with defined evidence requirements), catchment with sibling, catchment, out-of-catchment with sibling, out-of-catchment meeting the faith criterion, then other children. Distance is used as a tie-breaker, using the local authority measurement system.

If seeking priority under the vulnerable children category or the faith criterion, parents must complete a supplementary information form, with the faith route requiring sign-off by a church representative. The supplementary form is to be returned to the school by 15 January 2026.

Parents should use FindMySchool Map Search to measure their precise distance and sense-check how realistic admission is under the distance tie-break, particularly because very small intakes can make cut-offs change sharply year to year.

Safeguarding arrangements are described as effective in the June 2022 inspection report, with staff responsibilities clearly set out and governance oversight referenced. The school also publishes designated safeguarding roles and a clear safeguarding structure, including deputy safeguarding responsibilities held by the interim head.

For everyday wellbeing, the benefits of a small school are straightforward: pupils are known well, changes are noticed quickly, and routines are consistent. The inspection evidence describes positive adult-pupil relationships and strong behaviour norms.

Support for additional needs is framed as inclusive, with the school stating that pupils with special educational needs and disabilities are enabled to engage in curriculum learning and enrichment alongside peers. For parents, the practical question is capacity: how many interventions can run at once in a small setting, and how is support balanced with mixed-age teaching.

Outdoor learning is the standout pillar. Weekly Forest School and outside learning sessions are described as planned for all pupils, with explicit links to personal, social, health and wellbeing development. The June 2022 inspection also references pupils speaking positively about Forest School and how it supports social and emotional needs, including the use of calm spaces when upset.

Clubs and enrichment appear to be active and practical rather than generic. School communications reference a Little Authors Club with a monthly writing challenge, and a cricket club building skills ahead of local competition. Swimming is also referenced within term planning communications, suggesting opportunities for curriculum-linked sport beyond the playground.

A final piece of small-school enrichment is community. The school positions itself as a village school with active parent support, and publishes a Friends of Hindon School page, which usually indicates fundraising and event support that can materially improve trips, resources and community cohesion.

The school day is clearly set out. Breakfast Club runs 8.00am to 8.30am, and is priced at £3.00 per session. Doors open 8.30am to 8.45am, with registers opening at 8.45am. All classes finish at 3.00pm.

For after-school care, the school states that wraparound is supported via the TAC Club in Tisbury until 6.00pm.

On transport, the setting is a village school on School Lane. In small villages, parking and turning space can be limited at peak times, so families should ask about drop-off expectations and any informal local arrangements during a visit.

• Very small intake. A published admission number of 10 for Reception means availability can change sharply each year depending on siblings, catchment demand and faith-criterion applications.

• Mixed-age classes. This can be excellent for confidence and responsibility, but it does require children who can manage some independence and parents who are comfortable with a slightly different classroom dynamic.

• Reading support question to ask. Inspection evidence identifies that some pupils who struggle with reading have not always received the most precise support to develop fluency quickly, so parents should probe how current interventions work.

• Faith criteria in admissions. The Church of England character is substantive, and the admissions policy includes a faith-based route with supplementary form requirements for priority under that criterion.

For families seeking a small Church of England primary with strong Key Stage 2 outcomes and a clear values-led culture, this is a compelling option. The strongest fit is for children who benefit from being known well, enjoy outdoor learning, and thrive in mixed-age classrooms. The main constraint is the small intake and the structured admissions criteria, so families should treat admissions planning as a key part of the decision, not an afterthought.